AI-Driven Curriculum Development: Aligning Education with 21st-Century Skills

Syed Zill E Ali Raza; Tasnima Farhat; Omar J. Alkhatib; Raheil Rashid

doi:10.63056/

Authors

Syed Zill E Ali Raza School of Social Sciences and Humanities, University of Management and Technology, Lahore Author
Tasnima Farhat Visiting faculty and PhD Scholar, Institute of Education and Research, University of the Punjab Lahore Author
Omar J. Alkhatib Professor of Civil and Structural Engineering, Architectural Engineering Department, United Arab Emirates University Author
Raheil Rashid Cardiff Business School, University of Wales - UK Author

DOI:

https://doi.org/10.63056/

Keywords:

Artificial Intelligence, Curriculum Development, 21st-Century Skills, Personalization, Educator Readiness, Ethical Concerns, Adaptive Learning, Educational Technology, Future of Education.

Abstract

Purpose: This paper shall examine the way artificial intelligence (AI) can be applied in curriculum development and how it may be applied to assist in enhancing skills in the 21st century. It also analyses the perception of teachers, their training, challenges, and future views on the use of AI in the education setting.

Methodology: The quantitative descriptive research design was used where the structured questionnaire was administered to 319 participants and this included teachers, curriculum developers and academic administrators. Descriptive statistics were used to analyze the answers received during the survey, frequencies, percentages, means, and standard deviations as the research of the answers of the participants on various scales: AI integration, personalization, educator competence, ethical concerns, and perceived impact.

Findings: The results indicate that there are positive perceptions that are strong to improve the effectiveness of the curriculum, decision-making, the content quality and compliance with the existing skill requirements. Another reasoning raised by respondents was that AI is capable of promoting personalized and responsive learning careers. However, the study also has the problems of teacher readiness, lack of training, inadequate institutional support, fiscal constraint, and ethical challenges such as information privacy and algorithm bias. In spite of these obstacles, participants were very optimistic about the future use of AI in education and thought that its use would greatly improve the quality of curriculum and competitiveness across the world.

Significance: The research provides important information on the strategic application of AI to create future-oriented curricula to facilitate digital literacy, critical thinking, creativity, and inclusiveness. It emphasizes the potential of the transforming role of AI and the practical issues that institutions need to overcome in order to implement it effectively and responsibly.